What a Professional ADHD Evaluation Really Looks Like

Why a Professional Evaluation Matters

When parents tell me, “I’m not sure what’s going on with my child, it could be ADHD, or maybe anxiety,” that’s a signal that evaluation can help.

ADHD evaluations are not about labels. They’re about understanding your child’s strengths and challenges so you can take action that makes life easier at home and at school. High-quality assessments reduce the risk of both overdiagnosis and underdiagnosis and help ensure children receive support that matches their real needs.

An evaluation isn’t scary, it’s simply the process of gathering the right information so your child can get the right support.

What to Expect: Step-By-Step 

1. Listening to You First

We start by listening to your story. You’ll share what you’ve noticed at home, focus struggles, emotional ups and downs, or daily challenges. Parents complete rating scales, which provide structured insight into attention, hyperactivity, and behavior patterns.

2. Input From Teachers and Caregivers

‍ADHD looks different in every setting. That’s why teachers and other caregivers are often asked to provide their perspective. A child who seems focused at home but distracted at school, or vice versa, may not have ADHD at all. Collecting input across settings helps us see the full picture.

3. Testing and Activities

‍We may use standardized tests to measure areas like working memory, processing speed, attention, and executive functioning. This isn’t about “passing or failing.” It’s about uncovering how your child’s brain works best and where support is needed.

4. Looking Beyond ADHD

‍Nearly half of kids with ADHD also experience challenges like anxiety, learning disabilities, or mood differences. A thorough evaluation always screens for these so nothing is missed.

5. Pulling It All Together

‍Finally, all of the data, your insights, teacher reports, test scores, and observations are woven into a clear picture. The goal is to explain not just what your child struggles with, but why, and what to do next.

6. Walking Away With a Plan

‍You’ll leave the feedback session with practical strategies, tailored recommendations for school, and a roadmap for home. Many parents say they finally feel relief knowing what’s going on and how to help.

What the Research Tells Us

• Early intervention changes outcomes. Children who receive appropriate ADHD support early show stronger academic, social, and emotional functioning years later.
  
• Evaluations protect against misinformation. Studies show that social media often spreads incomplete or misleading ideas about ADHD, making professional evaluation even more critical.
• Parent training works. Interventions that involve parent coaching lead to measurable improvements in ADHD and related behaviors.

What Parents Say It Feels Like:

“I was nervous at first, but the evaluation wasn’t about labeling my child. It was about finally getting answers and leaving with a plan that gave us hope.”

Take the Next Step

Ready to see what your child might need? Reach out to NeuroChamp for a free consultation. We’ll walk through the process, compassionately and clearly.

Already halfway there? Bring your notes, observations, and IEP or 504 documents. Starting with what we know makes the evaluation more efficient and tailored.

What You’ll Gain

Schedule a free consultation with us today, and let’s work together to bring clarity, support, and hope for your child’s future.

About the Author

Dawnyelle DeLongchamp, M.S., BCBA, LEP
Dawnyelle is a Licensed Educational Psychologist (LEP #4577) and Board Certified Behavior Analyst with over 25 years of experience. As the founder of NeuroChamp Educational Psychology & Speech Services, she specializes in comprehensive, neuroaffirming evaluations for learning differences, ADHD, autism, anxiety, and more, helping families move from uncertainty to clarity with empathy and practical insight.

References

1. Collett, B. R., Ohan, J. L., & Myers, K. M. (2003). Ten-year review of rating scales. Journal of the American Academy of Child & Adolescent Psychiatry, 42(9), 1015–1037.
2. Houmann, T. B., et al. (2023). Early ADHD treatment response as predictor of 3-year outcomes. Frontiers in Psychiatry.
3. Molina, B. S., Hinshaw, S. P., Swanson, J. M., et al. (2009). The MTA at 8 years: Prospective follow-up of children with ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 48(5), 484–500.
4. Paiva, G. C. C., et al. (2024). Parent training improves ADHD and ODD symptoms in children. Frontiers in Psychology.
5. Pliszka, S. R. (2015). Comorbidity of ADHD with anxiety, depression, and other disorders. Journal of Clinical Psychiatry, 76(9), e1145–e1151.
6. Schreiber, J. E., et al. (2013). Meta-analysis of executive function in children with ADHD. Neuropsychology Review, 23, 436–470.
7. Schiros, A., Bowman, N., & Antshel, K. (2025). Effects of TikTok content on ADHD knowledge and stigma. European Child & Adolescent Psychiatry.
8. Young, S. (2024). ADHD Assessment Quality Assurance Standards (CAAQAS) for Children and Teenagers. Clinical Child Psychology and Psychiatry.